Global InformationTechnology integration information
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Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper.[1] In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS (Software As A Service) applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.[2]
"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective technology integration is achieved when students can select technology tools to help them obtain information on time, analyze and synthesize it, and present it professionally to an authentic audience. Technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."[3]
Integrating technology with standard curriculum can not only give students a sense of power but also allows for more advanced learning among broad topics. However, these technologies require infrastructure, continual maintenance, and repair – one determining element, among many, in how these technologies can be used for curricula purposes and whether they will succeed.[4] Examples of the infrastructure required to operate and support technology integration in schools include at the basic level electricity, Internet service providers, routers, modems, and personnel to maintain the network, beyond the initial cost of the hardware and software.[5]
Standard education curricula with an integration of technology can provide tools for advanced learning among a broad range of topics. Integration of information and communication technology is often closely monitored and evaluated due to the current climate of accountability, outcome-based education, and standardization in assessment.[6]
Technology integration can in some instances, be problematic. A high ratio of students to technological devices has been shown to impede or slow learning and task completion.[7] In some, instances dyadic peer interaction centered on integrated technology has proven to develop a more cooperative sense of social relations.[8] Success or failure of technology integration largely depends on factors beyond the technology. The availability of appropriate software for the technology being integrated is also problematic in terms of software accessibility to students and educators.[7] Another issue identified with technology integration is the lack of long-range planning for these tools within the educative districts they are being used.[9]
Technology contributes to global development and diversity in classrooms while helping develop the fundamental building blocks for students to achieve more complex ideas. For technology to make an impact within the educational system, teachers and students must access technology in a contextual matter that is culturally relevant, responsive, and meaningful to their educational practice and that promotes quality teaching and active student learning.[10]
- ^ "Using technology to increase student participation". techparticipation.blogspot. September 1, 2009.
- ^ "What Is Successful Technology Integration?". Edutopia. November 5, 2007.
- ^ "Chapter 7: Technology Integration, U.S. Department of Education". National Center for Education Statistics (NCES). December 9, 2008.
- ^ Jackson, Steven; Pompe, Alex; Krieshok, Gabriel (8–11 September 2011). "The Work to Make a Home Network Work". Things Fall Apart: Maintenance, Repair, and Technology for Education Initiatives in Rural Namibia. Seattle, Washington. pp. 283–90. CiteSeerX 10.1.1.459.6466. doi:10.1007/1-4020-4023-7_24. ISBN 978-1-4020-4022-1. S2CID 3056994.
{{cite book}}:|newspaper=ignored (help)CS1 maint: location missing publisher (link) - ^ Grinter, Rebecca; Edwards, W. Keith (18–22 September 2005), "Ecscw 2005", Proceedings of the Ninth European Conference on Computer-Supported Cooperative Work, Paris, France, pp. 469–488, CiteSeerX 10.1.1.459.6466, doi:10.1007/1-4020-4023-7_24, ISBN 978-1-4020-4022-1, S2CID 3056994
- ^ Kervin, Lisa; Mantei, Jessica (2010). "Supporting educators with the inclusion of technology within literacy classrooms: A framework for "action"". Journal of Technology Integration in the Classroom. 2 (3): 43–54.
- ^ a b Yu, Chien (2013). "The Integration of Technology in the 21st Century Classroom: Teachers' Attitudes and Pedagogical Beliefs Toward Emerging Technologies". Journal of Technology Integration in the Classroom. 5 (1): 6.
- ^ Mehan, Hugh (March 1989). "Microcomputers in Classrooms: Educational Technology or Social Practice". Anthropology & Education Quarterly. 20 (1): 4–22. doi:10.1525/aeq.1989.20.1.05x1208l. JSTOR 3195700.
- ^ Anderson, L. S. (1996), K–12 technology planning at state, district, and local levels, National Center for Technology Planning, Mississippi State University
- ^ Song, Shin-Cheol; Owens, Emiel (2011). "Rethinking Technology Disparities and Instructional Practices within Urban Schools: Recommendations for School Leadership and Teacher Training". Journal of Technology Integration in the Classroom. 3 (2): 23–36.